This document outlines an exploratory and specialized course in carpentry for grades 7-9 as part of the Technology and Livelihood Education curriculum in the Philippines. The grade 7/8 course is exploratory and introduces basic concepts, career opportunities, and common competencies. The grade 9 course specializes in preparing building lines, fabricating formworks, and installing formwork components to work towards a carpentry certificate. It focuses on developing personal entrepreneurial skills, understanding local markets, and performing tasks like measuring, planning projects, and ensuring safety.
The document provides information on the Grade 7/8 exploratory course for the K to 12 Technology and Livelihood Education (TLE) Industrial Arts – Masonry curriculum. The course introduces basic concepts in masonry and allows students to explore career opportunities. It covers four common competencies: using tools and equipment, performing measurements and calculations, interpreting technical drawings, and practicing occupational health and safety. The course also helps students assess their personal entrepreneurial competencies and generate business ideas by analyzing the environment and market in Masonry.
The Grade 9 specialization course focuses on developing core competencies for Masonry National Certificate Level II (NCII) by performing basic masonry works and preparing materials. It continues to help students
The document provides information on the Grade 7/8 exploratory course in plumbing under the Philippines' K to 12 Basic Education Curriculum. The course introduces basic plumbing concepts and covers common competencies including using tools and equipment, performing measurements and calculations, interpreting technical drawings, and practicing occupational health and safety. It also addresses personal entrepreneurial competencies. The Grade 9 specialization course focuses on preparing pipes, tools, and equipment for installation as well as cutting and threading ferrous pipes. Both courses aim to develop skills needed for a plumbing certificate.
Tle ia shielded metal arc welding (smaw)grades 7-10 04.06.2014Bernard Jayme
The document provides information on the K to 12 Technology and Livelihood Education (TLE) curriculum for Shielded Metal Arc Welding (SMAW). It outlines the course description, contents, content standards, and learning competencies for introductory and specialization courses in SMAW for Grades 7/8 and Grade 9. The courses cover key concepts and skills like interpreting technical drawings, preparing welding materials, and performing fillet welding on carbon steel plates. The goal is for students to gain common competencies and qualifications prescribed by the Technical Education and Skills Development Authority (TESDA) for SMAW Certificate Levels I and II.
This document outlines a curriculum for teaching Refrigeration and Air Conditioning (RAC) Servicing. It covers topics from grades 7-9 including:
1) Introducing basic concepts and career opportunities in RAC servicing
2) Developing personal entrepreneurial competencies related to RAC
3) Understanding the RAC environment and market
4) Learning skills like preparing tools and materials, measurement, technical drawing interpretation, and tool maintenance
5) Practicing occupational health and safety procedures
The grade 9 curriculum focuses on specialization, covering the installation of domestic refrigeration and air conditioning units, and the service and maintenance of window air conditioners.
This document outlines the curriculum for an exploratory course on technical drafting for Grade 7/8 students. The course introduces five common competencies: using tools and equipment, maintaining tools and instruments, performing measurements and calculations, interpreting technical drawings, and practicing occupational health and safety. It covers lessons in personal entrepreneurial skills, understanding the environment and market, tool use, tool maintenance, measurement, and interpreting technical drawings. Each lesson includes learning competencies and performance standards to teach students basic concepts and skills in technical drafting.
Shielded Metal Arc Welding - (smaw) for grades 7-10Don Joven
This document provides the curriculum for an introductory course on shielded metal arc welding (SMAW) for grades 7 and 8, and a specialization course for grade 9. The grade 7/8 exploratory course introduces basic concepts of SMAW and allows students to explore career opportunities. It covers competencies in tools and equipment, measurement and calculation, and safety procedures. The grade 9 specialization course focuses on performing fillet welds and covers personal entrepreneurial skills, understanding the local market, and preparing welding materials through cutting, edge preparation, and cleaning of surfaces. Both courses aim to develop students' technical skills and understanding of SMAW concepts and processes.
This document provides the curriculum for an introductory course on shielded metal arc welding (SMAW) for grades 7 and 8, and a specialization course for grade 9. The grade 7/8 exploratory course introduces basic concepts of SMAW and allows students to explore career opportunities. It covers competencies in tools and equipment, measurement and calculation, and safety procedures. The grade 9 specialization course focuses on performing fillet welds and covers personal entrepreneurial skills, understanding the local market, and preparing welding materials through cutting and cleaning surfaces. Both courses aim to develop students' technical skills and understanding of SMAW concepts and applications.
Consumer Electronics Servicing for grades 7 to 10Don Joven
This document outlines a curriculum for an exploratory course on consumer electronics servicing for 7th and 8th grade students. The course introduces basic concepts in electronics servicing, assesses students' personal entrepreneurial competencies and skills, and teaches lessons on using hand tools, performing measurements and calculations, interpreting technical drawings, observing occupational health and safety practices, and maintaining tools and equipment. The curriculum aims to develop common competencies prescribed by the Technical Education and Skills Development Authority and explore career opportunities in the field of consumer electronics servicing.
The document provides information on the Grade 7/8 exploratory course for the K to 12 Technology and Livelihood Education (TLE) Industrial Arts – Masonry curriculum. The course introduces basic concepts in masonry and allows students to explore career opportunities. It covers four common competencies: using tools and equipment, performing measurements and calculations, interpreting technical drawings, and practicing occupational health and safety. The course also helps students assess their personal entrepreneurial competencies and generate business ideas by analyzing the environment and market in Masonry.
The Grade 9 specialization course focuses on developing core competencies for Masonry National Certificate Level II (NCII) by performing basic masonry works and preparing materials. It continues to help students
The document provides information on the Grade 7/8 exploratory course in plumbing under the Philippines' K to 12 Basic Education Curriculum. The course introduces basic plumbing concepts and covers common competencies including using tools and equipment, performing measurements and calculations, interpreting technical drawings, and practicing occupational health and safety. It also addresses personal entrepreneurial competencies. The Grade 9 specialization course focuses on preparing pipes, tools, and equipment for installation as well as cutting and threading ferrous pipes. Both courses aim to develop skills needed for a plumbing certificate.
Tle ia shielded metal arc welding (smaw)grades 7-10 04.06.2014Bernard Jayme
The document provides information on the K to 12 Technology and Livelihood Education (TLE) curriculum for Shielded Metal Arc Welding (SMAW). It outlines the course description, contents, content standards, and learning competencies for introductory and specialization courses in SMAW for Grades 7/8 and Grade 9. The courses cover key concepts and skills like interpreting technical drawings, preparing welding materials, and performing fillet welding on carbon steel plates. The goal is for students to gain common competencies and qualifications prescribed by the Technical Education and Skills Development Authority (TESDA) for SMAW Certificate Levels I and II.
This document outlines a curriculum for teaching Refrigeration and Air Conditioning (RAC) Servicing. It covers topics from grades 7-9 including:
1) Introducing basic concepts and career opportunities in RAC servicing
2) Developing personal entrepreneurial competencies related to RAC
3) Understanding the RAC environment and market
4) Learning skills like preparing tools and materials, measurement, technical drawing interpretation, and tool maintenance
5) Practicing occupational health and safety procedures
The grade 9 curriculum focuses on specialization, covering the installation of domestic refrigeration and air conditioning units, and the service and maintenance of window air conditioners.
This document outlines the curriculum for an exploratory course on technical drafting for Grade 7/8 students. The course introduces five common competencies: using tools and equipment, maintaining tools and instruments, performing measurements and calculations, interpreting technical drawings, and practicing occupational health and safety. It covers lessons in personal entrepreneurial skills, understanding the environment and market, tool use, tool maintenance, measurement, and interpreting technical drawings. Each lesson includes learning competencies and performance standards to teach students basic concepts and skills in technical drafting.
Shielded Metal Arc Welding - (smaw) for grades 7-10Don Joven
This document provides the curriculum for an introductory course on shielded metal arc welding (SMAW) for grades 7 and 8, and a specialization course for grade 9. The grade 7/8 exploratory course introduces basic concepts of SMAW and allows students to explore career opportunities. It covers competencies in tools and equipment, measurement and calculation, and safety procedures. The grade 9 specialization course focuses on performing fillet welds and covers personal entrepreneurial skills, understanding the local market, and preparing welding materials through cutting, edge preparation, and cleaning of surfaces. Both courses aim to develop students' technical skills and understanding of SMAW concepts and processes.
This document provides the curriculum for an introductory course on shielded metal arc welding (SMAW) for grades 7 and 8, and a specialization course for grade 9. The grade 7/8 exploratory course introduces basic concepts of SMAW and allows students to explore career opportunities. It covers competencies in tools and equipment, measurement and calculation, and safety procedures. The grade 9 specialization course focuses on performing fillet welds and covers personal entrepreneurial skills, understanding the local market, and preparing welding materials through cutting and cleaning surfaces. Both courses aim to develop students' technical skills and understanding of SMAW concepts and applications.
Consumer Electronics Servicing for grades 7 to 10Don Joven
This document outlines a curriculum for an exploratory course on consumer electronics servicing for 7th and 8th grade students. The course introduces basic concepts in electronics servicing, assesses students' personal entrepreneurial competencies and skills, and teaches lessons on using hand tools, performing measurements and calculations, interpreting technical drawings, observing occupational health and safety practices, and maintaining tools and equipment. The curriculum aims to develop common competencies prescribed by the Technical Education and Skills Development Authority and explore career opportunities in the field of consumer electronics servicing.
This document outlines a curriculum for an exploratory and introductory course in consumer electronics servicing for grades 7 and 8 students, and a specialization course for grade 9 students. The courses cover key competencies including using tools, performing calculations, interpreting technical drawings, observing safety procedures, and more. The grade 9 course focuses on assembling and disassembling consumer electronics and maintaining appliances. Both courses aim to provide an understanding of concepts, skills, and career opportunities in the field of consumer electronics servicing.
DepEd TLE Consumer Electronics Servicing Curriculum Guide Grade 7-10Bogs De Castro
This document outlines a curriculum for an exploratory course on consumer electronics servicing for 7th and 8th grade students. It introduces basic concepts in electronics servicing, career opportunities, and common competencies including using tools, performing measurements and calculations, interpreting technical drawings, and occupational health and safety. It also covers assessing personal entrepreneurial competencies and skills, analyzing the business environment and market, and maintaining tools and equipment. The curriculum aims to develop an understanding of concepts and competencies needed for a career in consumer electronics servicing.
This document provides an overview of the Grade 7/8 and Grade 9 curriculum for the Industrial Arts - Automotive Servicing course in the Philippines. The Grade 7/8 course is exploratory and covers basic concepts, career opportunities, and common competencies like using tools and safety practices. The Grade 9 course focuses on specialization, covering servicing automotive batteries and ignition systems. Both courses address personal entrepreneurial competencies and analyzing the automotive services environment and market.
This document outlines a curriculum for an Industrial Arts - Electrical Installation and Maintenance course for grades 7-9 in the Philippines. The grade 7/8 course is introductory and exploratory, covering basic concepts, career opportunities, and common competencies. The grade 9 course is a specialization course covering preparing electric tools, and installing lighting systems, outlets, and fixtures. Both courses aim to teach concepts, competencies, and standards to lead to a National Certificate Level II in Electrical Installation and Maintenance.
This document outlines an electrical installation and maintenance curriculum for grades 7-9 in the Philippines. It covers introductory concepts like basic electrical concepts, career opportunities, and personal entrepreneurial skills in grade 7/8. Grade 9 covers specialization topics like preparing electrical tools and installing lighting systems. The curriculum aims to teach common competencies and lead to a Level II electrical installation and maintenance certificate. It includes learning objectives, content standards, and performance standards for each topic.
Electrical Installation and Maintenance for grades_7 to 10Don Joven
This document outlines a curriculum for an Industrial Arts - Electrical Installation and Maintenance course for grades 7-9 in the Philippines. The grade 7/8 course is introductory and exploratory, covering basic concepts, career opportunities, and common competencies. The grade 9 course is a specialization course covering preparing electric tools, and installing lighting systems, outlets, and fixtures. It includes lessons on tools, measurements, technical drawings, safety, and developing entrepreneurial skills for electrical careers.
The document provides an overview of the Grade 7/8 and Grade 9 curriculum for the Industrial Arts - Automotive Servicing course in the Philippines.
For Grade 7/8 (exploratory), it introduces basic concepts of automotive servicing, assesses students' personal entrepreneurial competencies, generates business ideas based on environmental and market analysis, and covers lessons on using hand tools, performing calculations, applying safety practices, and reading manuals.
For Grade 9 (specialization), it focuses on servicing automotive batteries and ignition systems. It also assesses students' personal competencies compared to practitioners and creates business ideas using various techniques. The curriculum aims to develop students' understanding and skills in automotive servicing and
This document outlines an automotive servicing curriculum for grades 7-9 in the Philippines. It covers topics such as basic concepts, career opportunities, safety practices, tools and equipment, measurements and calculations, manuals and specifications. The grade 7-8 portion is exploratory, covering common competencies. Grade 9 focuses on specialization, including servicing batteries and ignition systems. The curriculum aims to teach skills needed for an automotive servicing certificate. It includes learning objectives, content standards and performance standards for each topic.
This document provides a curriculum guide for a handicraft course focusing on needle craft for grades 7/8 and 9. It covers key concepts and competencies around handicraft techniques like embroidery, quilting, knitting and crochet. For grade 7/8, the curriculum introduces basic concepts, assesses personal skills, and has students produce embroidered and recycled projects as well as gift wrapped items. For grade 9, it reviews concepts and assesses entrepreneurial skills, covers business environment factors, introduces needle craft techniques and safety, and has students create embroidered products and packaging.
The document provides a curriculum guide for a Grade 7/8 Technology and Livelihood Education (TLE) course on Home Economics - Dressmaking. It covers five common competencies: using tools and equipment; performing measurements and calculations; practicing occupational health and safety; maintaining tools and equipment; and reading and interpreting drawing designs. The course is intended to introduce students to concepts in dressmaking/tailoring and explore career opportunities in the field. It includes lessons on sewing tools, measurements and calculations, product designs, basic maintenance, and occupational safety.
The document provides a curriculum guide for a Grade 7/8 Technology and Livelihood Education (TLE) course on Dressmaking. It covers five common competencies including using tools and equipment, measurements and calculations, occupational health and safety, tool maintenance, and interpreting drawings. It also covers personal entrepreneurial competencies and generating business ideas based on an analysis of the environment and market in dressmaking. The guide outlines lessons on sewing tool use, measurements, product design interpretation, machine maintenance, and safety practices. For Grade 9, the guide covers specialization in dressmaking and focuses on producing sleeping garments and children's wear. It provides details on drafting patterns, preparing materials, assembling garments, and finishing techniques.
Illustration Curriculum Guide - TLE 7-10-ICTmllalaguna1
This document outlines the curriculum for a Grade 7/8 exploratory course in Information and Communications Technology - Illustration. The course introduces students to five common competencies: using tools; maintaining tools, equipment, and paraphernalia; performing mensuration and calculation; interpreting technical drawings and designs; and practicing occupational health and safety procedures. It covers topics such as personal entrepreneurial competencies, environment and market analysis, using and maintaining hand tools, technical drawing interpretation, and occupational health and safety. The overall goal is for students to gain an understanding of basic concepts and competencies in Illustration as a potential career path.
This document outlines the curriculum for a Grade 7/8 exploratory course in Information and Communications Technology - Illustration. The course introduces students to five common competencies: using tools; maintaining tools, equipment, and paraphernalia; performing mensuration and calculation; interpreting technical drawings and designs; and practicing occupational health and safety procedures. It covers topics such as personal entrepreneurial competencies, environment and market analysis, using and maintaining hand tools, technical drawing interpretation, and occupational health and safety. The overall goal is for students to gain an understanding of basic concepts and competencies in Illustration as a potential career path.
This document provides a curriculum guide for a Grade 7/8 exploratory course in Home Economics - Cookery. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performing measurements and calculations; 4) interpreting technical drawings; and 5) practicing occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards for each competency area. It also provides introductory information on the relevance of cookery and career opportunities in the field.
This document outlines an animation curriculum for senior high school students focusing on technical-vocational-livelihood education. The curriculum covers personal entrepreneurial competencies, environment and market skills, and core animation competencies including producing clean-up and in-between drawings. It includes 8 lessons that teach skills like using tools and software, interpreting technical drawings, practicing occupational safety, and identifying animation project requirements. The overall goal is for students to gain the qualifications of an Animation National Certificate Level II and be prepared for careers in the animation industry.
The document is a curriculum guide for a Grade 7/8 exploratory course in Caregiving. It covers four common competencies: using tools and equipment; maintaining tools; performing calculations; and practicing occupational health and safety. The course introduces key concepts, discusses career opportunities, and assesses personal entrepreneurial competencies. It also covers generating business ideas based on analyzing the environment and market in Caregiving.
This document provides a curriculum guide for a Grade 7/8 exploratory course and a Grade 9 specialization course in Beauty Care (Nail Care) Services. The Grade 7/8 course introduces basic concepts and allows students to explore career opportunities. It covers topics like personal entrepreneurial competencies, environment and market analysis, use of tools and equipment, and occupational health and safety. The Grade 9 course focuses on developing skills for manicure, pedicure, hand spa, and foot spa services. It includes lessons on personal entrepreneurial competencies, business environment, and independently performing various nail care services and treatments. The goal is for students to gain the knowledge, skills, and attitude required to work in the nail
The document provides the curriculum for a Home Economics - Dressmaking course that leads to a National Certificate Level II (NC II). The course is designed for high school students and covers core competencies including producing sleeping garments and children's wear. It includes lessons on drafting and cutting patterns, preparing and cutting materials, and assembling sleeping garment parts. The curriculum aims to develop students' knowledge, skills, and attributes related to dressmaking.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of engineering diploma programs. It discusses the approach to curriculum design, including adopting a systems approach. It outlines the curriculum goals of developing various life skills and technological skills in students. It describes the domains of learning and levels of learning based on Bloom's taxonomy to guide objective-setting and assessment. Finally, it provides a two-dimensional framework for setting questions to evaluate students' knowledge and cognitive abilities.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of diploma engineering programs. It discusses the approach and philosophy used in revising the curriculum, including adopting a systems approach. Key changes to the curriculum are outlined, such as dividing basic science subjects into separate parts and renaming the life skills subject. The document provides objectives for the curriculum and describes the desired skills that students should gain, including both life skills and technological skills. It also gives details on lesson planning, assessments, assignments and conduct of practicals to support uniform implementation of the revised curriculum.
Understanding Catalytic Converter Theft:
What is a Catalytic Converter?: Learn about the function of catalytic converters in vehicles and why they are targeted by thieves.
Why are They Stolen?: Discover the valuable metals inside catalytic converters (such as platinum, palladium, and rhodium) that make them attractive to criminals.
Steps to Prevent Catalytic Converter Theft:
Parking Strategies: Tips on where and how to park your vehicle to reduce the risk of theft, such as parking in well-lit areas or secure garages.
Protective Devices: Overview of various anti-theft devices available, including catalytic converter locks, shields, and alarms.
Etching and Marking: The benefits of etching your vehicle’s VIN on the catalytic converter or using a catalytic converter marking kit to make it traceable and less appealing to thieves.
Surveillance and Monitoring: Recommendations for using security cameras and motion-sensor lights to deter thieves.
Statistics and Insights:
Theft Rates by Borough: Analysis of data to determine which borough in NYC experiences the highest rate of catalytic converter thefts.
Recent Trends: Current trends and patterns in catalytic converter thefts to help you stay aware of emerging hotspots and tactics used by thieves.
Benefits of This Presentation:
Awareness: Increase your awareness about catalytic converter theft and its impact on vehicle owners.
Practical Tips: Gain actionable insights and tips to effectively prevent catalytic converter theft.
Local Insights: Understand the specific risks in different NYC boroughs, helping you take targeted preventive measures.
This presentation aims to equip you with the knowledge and tools needed to protect your vehicle from catalytic converter theft, ensuring you are prepared and proactive in safeguarding your property.
EV Charging at MFH Properties by Whitaker JamiesonForth
Whitaker Jamieson, Senior Specialist at Forth, gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
This document outlines a curriculum for an exploratory and introductory course in consumer electronics servicing for grades 7 and 8 students, and a specialization course for grade 9 students. The courses cover key competencies including using tools, performing calculations, interpreting technical drawings, observing safety procedures, and more. The grade 9 course focuses on assembling and disassembling consumer electronics and maintaining appliances. Both courses aim to provide an understanding of concepts, skills, and career opportunities in the field of consumer electronics servicing.
DepEd TLE Consumer Electronics Servicing Curriculum Guide Grade 7-10Bogs De Castro
This document outlines a curriculum for an exploratory course on consumer electronics servicing for 7th and 8th grade students. It introduces basic concepts in electronics servicing, career opportunities, and common competencies including using tools, performing measurements and calculations, interpreting technical drawings, and occupational health and safety. It also covers assessing personal entrepreneurial competencies and skills, analyzing the business environment and market, and maintaining tools and equipment. The curriculum aims to develop an understanding of concepts and competencies needed for a career in consumer electronics servicing.
This document provides an overview of the Grade 7/8 and Grade 9 curriculum for the Industrial Arts - Automotive Servicing course in the Philippines. The Grade 7/8 course is exploratory and covers basic concepts, career opportunities, and common competencies like using tools and safety practices. The Grade 9 course focuses on specialization, covering servicing automotive batteries and ignition systems. Both courses address personal entrepreneurial competencies and analyzing the automotive services environment and market.
This document outlines a curriculum for an Industrial Arts - Electrical Installation and Maintenance course for grades 7-9 in the Philippines. The grade 7/8 course is introductory and exploratory, covering basic concepts, career opportunities, and common competencies. The grade 9 course is a specialization course covering preparing electric tools, and installing lighting systems, outlets, and fixtures. Both courses aim to teach concepts, competencies, and standards to lead to a National Certificate Level II in Electrical Installation and Maintenance.
This document outlines an electrical installation and maintenance curriculum for grades 7-9 in the Philippines. It covers introductory concepts like basic electrical concepts, career opportunities, and personal entrepreneurial skills in grade 7/8. Grade 9 covers specialization topics like preparing electrical tools and installing lighting systems. The curriculum aims to teach common competencies and lead to a Level II electrical installation and maintenance certificate. It includes learning objectives, content standards, and performance standards for each topic.
Electrical Installation and Maintenance for grades_7 to 10Don Joven
This document outlines a curriculum for an Industrial Arts - Electrical Installation and Maintenance course for grades 7-9 in the Philippines. The grade 7/8 course is introductory and exploratory, covering basic concepts, career opportunities, and common competencies. The grade 9 course is a specialization course covering preparing electric tools, and installing lighting systems, outlets, and fixtures. It includes lessons on tools, measurements, technical drawings, safety, and developing entrepreneurial skills for electrical careers.
The document provides an overview of the Grade 7/8 and Grade 9 curriculum for the Industrial Arts - Automotive Servicing course in the Philippines.
For Grade 7/8 (exploratory), it introduces basic concepts of automotive servicing, assesses students' personal entrepreneurial competencies, generates business ideas based on environmental and market analysis, and covers lessons on using hand tools, performing calculations, applying safety practices, and reading manuals.
For Grade 9 (specialization), it focuses on servicing automotive batteries and ignition systems. It also assesses students' personal competencies compared to practitioners and creates business ideas using various techniques. The curriculum aims to develop students' understanding and skills in automotive servicing and
This document outlines an automotive servicing curriculum for grades 7-9 in the Philippines. It covers topics such as basic concepts, career opportunities, safety practices, tools and equipment, measurements and calculations, manuals and specifications. The grade 7-8 portion is exploratory, covering common competencies. Grade 9 focuses on specialization, including servicing batteries and ignition systems. The curriculum aims to teach skills needed for an automotive servicing certificate. It includes learning objectives, content standards and performance standards for each topic.
This document provides a curriculum guide for a handicraft course focusing on needle craft for grades 7/8 and 9. It covers key concepts and competencies around handicraft techniques like embroidery, quilting, knitting and crochet. For grade 7/8, the curriculum introduces basic concepts, assesses personal skills, and has students produce embroidered and recycled projects as well as gift wrapped items. For grade 9, it reviews concepts and assesses entrepreneurial skills, covers business environment factors, introduces needle craft techniques and safety, and has students create embroidered products and packaging.
The document provides a curriculum guide for a Grade 7/8 Technology and Livelihood Education (TLE) course on Home Economics - Dressmaking. It covers five common competencies: using tools and equipment; performing measurements and calculations; practicing occupational health and safety; maintaining tools and equipment; and reading and interpreting drawing designs. The course is intended to introduce students to concepts in dressmaking/tailoring and explore career opportunities in the field. It includes lessons on sewing tools, measurements and calculations, product designs, basic maintenance, and occupational safety.
The document provides a curriculum guide for a Grade 7/8 Technology and Livelihood Education (TLE) course on Dressmaking. It covers five common competencies including using tools and equipment, measurements and calculations, occupational health and safety, tool maintenance, and interpreting drawings. It also covers personal entrepreneurial competencies and generating business ideas based on an analysis of the environment and market in dressmaking. The guide outlines lessons on sewing tool use, measurements, product design interpretation, machine maintenance, and safety practices. For Grade 9, the guide covers specialization in dressmaking and focuses on producing sleeping garments and children's wear. It provides details on drafting patterns, preparing materials, assembling garments, and finishing techniques.
Illustration Curriculum Guide - TLE 7-10-ICTmllalaguna1
This document outlines the curriculum for a Grade 7/8 exploratory course in Information and Communications Technology - Illustration. The course introduces students to five common competencies: using tools; maintaining tools, equipment, and paraphernalia; performing mensuration and calculation; interpreting technical drawings and designs; and practicing occupational health and safety procedures. It covers topics such as personal entrepreneurial competencies, environment and market analysis, using and maintaining hand tools, technical drawing interpretation, and occupational health and safety. The overall goal is for students to gain an understanding of basic concepts and competencies in Illustration as a potential career path.
This document outlines the curriculum for a Grade 7/8 exploratory course in Information and Communications Technology - Illustration. The course introduces students to five common competencies: using tools; maintaining tools, equipment, and paraphernalia; performing mensuration and calculation; interpreting technical drawings and designs; and practicing occupational health and safety procedures. It covers topics such as personal entrepreneurial competencies, environment and market analysis, using and maintaining hand tools, technical drawing interpretation, and occupational health and safety. The overall goal is for students to gain an understanding of basic concepts and competencies in Illustration as a potential career path.
This document provides a curriculum guide for a Grade 7/8 exploratory course in Home Economics - Cookery. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performing measurements and calculations; 4) interpreting technical drawings; and 5) practicing occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards for each competency area. It also provides introductory information on the relevance of cookery and career opportunities in the field.
This document outlines an animation curriculum for senior high school students focusing on technical-vocational-livelihood education. The curriculum covers personal entrepreneurial competencies, environment and market skills, and core animation competencies including producing clean-up and in-between drawings. It includes 8 lessons that teach skills like using tools and software, interpreting technical drawings, practicing occupational safety, and identifying animation project requirements. The overall goal is for students to gain the qualifications of an Animation National Certificate Level II and be prepared for careers in the animation industry.
The document is a curriculum guide for a Grade 7/8 exploratory course in Caregiving. It covers four common competencies: using tools and equipment; maintaining tools; performing calculations; and practicing occupational health and safety. The course introduces key concepts, discusses career opportunities, and assesses personal entrepreneurial competencies. It also covers generating business ideas based on analyzing the environment and market in Caregiving.
This document provides a curriculum guide for a Grade 7/8 exploratory course and a Grade 9 specialization course in Beauty Care (Nail Care) Services. The Grade 7/8 course introduces basic concepts and allows students to explore career opportunities. It covers topics like personal entrepreneurial competencies, environment and market analysis, use of tools and equipment, and occupational health and safety. The Grade 9 course focuses on developing skills for manicure, pedicure, hand spa, and foot spa services. It includes lessons on personal entrepreneurial competencies, business environment, and independently performing various nail care services and treatments. The goal is for students to gain the knowledge, skills, and attitude required to work in the nail
The document provides the curriculum for a Home Economics - Dressmaking course that leads to a National Certificate Level II (NC II). The course is designed for high school students and covers core competencies including producing sleeping garments and children's wear. It includes lessons on drafting and cutting patterns, preparing and cutting materials, and assembling sleeping garment parts. The curriculum aims to develop students' knowledge, skills, and attributes related to dressmaking.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of engineering diploma programs. It discusses the approach to curriculum design, including adopting a systems approach. It outlines the curriculum goals of developing various life skills and technological skills in students. It describes the domains of learning and levels of learning based on Bloom's taxonomy to guide objective-setting and assessment. Finally, it provides a two-dimensional framework for setting questions to evaluate students' knowledge and cognitive abilities.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of diploma engineering programs. It discusses the approach and philosophy used in revising the curriculum, including adopting a systems approach. Key changes to the curriculum are outlined, such as dividing basic science subjects into separate parts and renaming the life skills subject. The document provides objectives for the curriculum and describes the desired skills that students should gain, including both life skills and technological skills. It also gives details on lesson planning, assessments, assignments and conduct of practicals to support uniform implementation of the revised curriculum.
Understanding Catalytic Converter Theft:
What is a Catalytic Converter?: Learn about the function of catalytic converters in vehicles and why they are targeted by thieves.
Why are They Stolen?: Discover the valuable metals inside catalytic converters (such as platinum, palladium, and rhodium) that make them attractive to criminals.
Steps to Prevent Catalytic Converter Theft:
Parking Strategies: Tips on where and how to park your vehicle to reduce the risk of theft, such as parking in well-lit areas or secure garages.
Protective Devices: Overview of various anti-theft devices available, including catalytic converter locks, shields, and alarms.
Etching and Marking: The benefits of etching your vehicle’s VIN on the catalytic converter or using a catalytic converter marking kit to make it traceable and less appealing to thieves.
Surveillance and Monitoring: Recommendations for using security cameras and motion-sensor lights to deter thieves.
Statistics and Insights:
Theft Rates by Borough: Analysis of data to determine which borough in NYC experiences the highest rate of catalytic converter thefts.
Recent Trends: Current trends and patterns in catalytic converter thefts to help you stay aware of emerging hotspots and tactics used by thieves.
Benefits of This Presentation:
Awareness: Increase your awareness about catalytic converter theft and its impact on vehicle owners.
Practical Tips: Gain actionable insights and tips to effectively prevent catalytic converter theft.
Local Insights: Understand the specific risks in different NYC boroughs, helping you take targeted preventive measures.
This presentation aims to equip you with the knowledge and tools needed to protect your vehicle from catalytic converter theft, ensuring you are prepared and proactive in safeguarding your property.
EV Charging at MFH Properties by Whitaker JamiesonForth
Whitaker Jamieson, Senior Specialist at Forth, gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
What Could Be Behind Your Mercedes Sprinter's Power Loss on Uphill RoadsSprinter Gurus
Unlock the secrets behind your Mercedes Sprinter's uphill power loss with our comprehensive presentation. From fuel filter blockages to turbocharger troubles, we uncover the culprits and empower you to reclaim your vehicle's peak performance. Conquer every ascent with confidence and ensure a thrilling journey every time.
Welcome to ASP Cranes, your trusted partner for crane solutions in Raipur, Chhattisgarh! With years of experience and a commitment to excellence, we offer a comprehensive range of crane services tailored to meet your lifting and material handling needs.
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Implementing ELDs or Electronic Logging Devices is slowly but surely becoming the norm in fleet management. Why? Well, integrating ELDs and associated connected vehicle solutions like fleet tracking devices lets businesses and their in-house fleet managers reap several benefits. Check out the post below to learn more.
Expanding Access to Affordable At-Home EV Charging by Vanessa WarheitForth
Vanessa Warheit, Co-Founder of EV Charging for All, gave this presentation at the Forth Addressing The Challenges of Charging at Multi-Family Housing webinar on June 11, 2024.
Ever been troubled by the blinking sign and didn’t know what to do?
Here’s a handy guide to dashboard symbols so that you’ll never be confused again!
Save them for later and save the trouble!
Hand Gesture Control Robotic Arm using image processing.pptx
carpentry_for_grades_7-10.pdf
1. K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 13
INDUSTRIAL ARTS – CARPENTRY
Grade 7/ 8 (Exploratory)
Course Description:
This is an exploratory and introductory course which leads to a Carpentry National Certificate Level II (NC II). It covers five common competencies that the Grade
7/Grade 8 Technology and Livelihood Education (TLE) student ought to possess: (1) using tools, equipment and paraphernalia; (2) performing mensuration and calculation;
(3) practicing Occupational Health and Safety (OHS) procedures; (4) maintaining tools, equipment and paraphernalia; and (5) interpreting technical drawing and plans.
The preliminaries of this exploratory course include the following: (1) discussion on the relevance of the course, (2) explanation of key concepts relative to the
course, and (3) exploration of career opportunities.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Introduction
1. Basic concepts in
carpentry
2. Relevance of the course
3. Career opportunities
The learner demonstrates an
understanding of the basic
concepts and underlying
theories in carpentry.
The learner independently
demonstrates common
competencies in carpentry as
prescribed by TESDA Training
Regulations.
1. Explain basic concepts in carpentry
2. Discuss the relevance of the course
3. Explore career opportunities in
carpentry
PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)
1. Assessment of Personal
Entrepreneurial
Competencies and Skills
(PeCS) vis-à-vis a
practicing
entrepreneur/employee
1.1 Characteristics
1.2 Attributes
1.3 Lifestyle
1.4 Skills
1.5 Traits
2. Analysis of one’s PeCS
The learner demonstrates an
understanding of one’s
Personal Entrepreneurial
Competencies and Skills
(PeCS).
The learner recognizes his/her
Personal Entrepreneurial
Competencies and Skills (PeCS)
and prepares a list of PeCS of a
practitioner/entrepreneur in
carpentry.
LO 1. Recognize Personal
Entrepreneurial Competencies and
Skills (PeCS) needed in carpentry
1.1 Assess one’s PeCS: characteristics,
attributes, lifestyle, skills, traits
1.2 Assess practitioner’s: characteristics,
attributes, lifestyle, skills, traits
1.3 Compare one’s PeCS with that of a
practitioner /entrepreneur
TLE_PECS7/8-0k-1
2. K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 2 of 13
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
ENVIRONMENT AND MARKET (EM)
1. Key concepts of
Environment and Market
2. Products & services
available in the market
3. Differentiation of products
and services
4. Customers and their
buying habits
5. Competition in the market
6. SWOT Analysis
The learner demonstrates an
understanding of the concepts
environment and market and
how they relate to a career
choice in carpentry.
The learner independently
generates a business idea based
on the analysis of environment
and market in carpentry.
LO 1. Generate a business idea that
relates with a career choice in
carpentry
1.1 Conduct SWOT analysis
1.2 Identify the different
products/services available in the
market
1.3 Compare different products/services
in the carpentry business
1.4 Determine profile of potential
customers
1.5 Determine profile of potential
competitors
1.6 Generate potential business ideas
based on the SWOT analysis
TLE_ENTREP7/8EM-0k-
1
LESSON 1: PREPARE CONSTRUCTION MATERIALS AND TOOLS (UT)
1. Carpentry tools and
construction materials
2. Requisition procedure
3. Inventory of tools and
materials
3.1 receiving
3.2 inspecting
3.3 recording
The learner demonstrates an
understanding of the
underlying principles in the
preparation of carpentry tools
and construction materials.
The learner independently
prepares carpentry tools and
construction materials based on
industry standards.
LO1. Identify materials and tools for
a task
1.1 Describe tools and materials used in
carpentry
1.2 Prepare tools and materials for a task
LO2. Request appropriate materials
and tools
1.1 Fill out forms in requesting for
carpentry tools and materials as
required for a task
LO3. Receive and inspect materials
3.1 Check requested tools and materials
in accordance with request form
TLE_IACP7/8UT-0a-1
TLE_IACP7/8UT-0b-2
TLE_IACP7/8UT-0b-3
3. K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 3 of 13
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
LESSON 2: MAINTAIN TOOLS AND EQUIPMENT (MT)
1. Hand tools and
equipment
The learner demonstrates an
understanding of the
underlying principles in the
maintenance of carpentry
tools and equipment.
The learner independently
performs maintenance of
carpentry tools and equipment
based on industry standards.
LO1. Check condition of tools and
equipment
1.1 Segregate defective tool from
functional ones
1.2 Label defective tool
1.3 Report the list of defective tools
LO2. Perform basic preventive
maintenance
2.1 Repair defective tools
2.2 Conduct preventive maintenance of
carpentry tools
TLE_IACP7/8MT-0c-1
TLE_IACP7/8MT-0c-2
LESSON 3: PERFORM MENSURATION AND CALCULATION (MC)
1. Measuring tools and
equipment
2. Systems of measurement
The learner demonstrates an
understanding of the concepts
and underlying principles in
performing measurements
and calculations.
The learner independently
performs accurate
measurements and calculation
based on a given task.
LO1. Select measuring instruments
1.1 Identify linear measuring instrument
appropriate for a given task
LO2. Carry out measurements and
calculations
2.1 Measure given materials
2.2 Convert measurements to its
equivalent unit/system
2.3 Calculate amount of materials for a
specific task
TLE_IACP7/8MC-0d-1
TLE_IACP7/8MC-0d-e-
2
LESSON 4: INTERPRET DRAWINGS AND PLANS (ID)
1. Alphabet of lines
2. Isometric and
orthographic drawings.
3. Drawing symbols and
signs
The learner demonstrates an
understanding of the concepts
in interpreting technical
drawing signs and symbols in
carpentry.
The learner independently reads
and interprets simple technical
drawing signs and symbols
based on standard
specifications.
LO1. Analyze signs, symbols and data
1.1 Explain the importance of signs,
symbols and data in interpreting a
work plan
1.2 Determine appropriate signs and
symbols needed in the plan
TLE_IACP7/8ID-0f-1
4. K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 4 of 13
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
LO2. Interpret technical drawings
and plans
2.1 Read working plan
2.2 Interpret working plan
LO3. Apply freehand sketching
3.1 Perform freehand sketching exercises
3.2 Draw simple carpentry plans based on
given tasks
TLE_IACP7/8ID-0f-2
TLE_IACP7/8ID-0g-h-3
LESSON 5: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURE (OS)
1. Hazards and risks.
2. Safety Regulations.
3. 5S (Seiri, Seiso, Seiton,
Seiketsu and Shitsuke)
The learner demonstrates an
understanding of the concepts
of occupational health and
safety procedures.
The learner independently
prepares an occupational health
and safety checklist being
applied in carpentry.
LO1. Identify hazards and risks
1.1 List down the different health hazards
and risks found in the workplace
1.2 Discuss the effects of health hazards
and occupational risks
LO2. Control hazards and risks
2.1 Formulate safety nets to control
hazards and risks in the work place
LO3. Maintain occupational health
and safety awareness
3.1 Explain the advantages and
disadvantages of practicing OHS in
the work
3.2 Develop checklist on maintaining OHS
TLE_IACP7/8ID-0i-1
TLE_IACP7/8ID-0i-2
TLE_IACP7/8ID-0j-3
5. K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 5 of 13
INDUSTRIAL ARTS – CARPENTRY
GRADE 9 (Specialization)
Course Description:
This is a specialized course which leads to a Carpentry National Certificate Level II (NCII). It covers three core competencies that the Grade 9 Technology and
Livelihood Education (TLE) student ought to possess: (1) preparing/staking out building lines, 2) fabricating formworks, and (3) installing formworks components.
The preliminaries of this specialized course include: (1) discussion on the core concepts in carpentry, and (2) explanation and observation of key concepts relative to
the course.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Introduction
1. Core concepts in
carpentry
2. Relevance of the course
3. Career opportunities
The learner demonstrates an
understanding of the core
concept and underlying
theories in carpentry.
The learner independently
demonstrates the core
competencies in carpentry as
prescribed by TESDA Training
Regulations.
1. Explain core concepts in carpentry
2. Discuss the relevance of the course
3. Explore career opportunities in carpentry
PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)
1. Assessment of Personal
Competencies and Skills
(PeCS) vis-à-vis a
practicing entrepreneur/
employee in locality/town.
1.1 Characteristics
1.2 Attributes
1.3 Lifestyle
1.4 Skills
1.5 Traits
2. Analysis of PeCS in
relation to a practitioner
3. Align, strengthen and
develop ones PeCS based
on the results
The learner demonstrates an
understanding of one’s
Personal Competencies and
Skills (PeCS) in carpentry.
The learner recognizes his/her
Personal Entrepreneurial
Competencies and Skills (PeCS)
and prepares an activity plan
that aligns with that of a
practitioner/entrepreneur in
carpentry
LO 1. Recognize Personal Entrepreneurial
Competencies and Skills (PeCS) needed
in carpentry
1.1 Assess one’s PeCS: characteristics,
attributes, lifestyle, skills, traits
1.2 Assess practitioner’s: characteristics,
attributes, lifestyle, skills, traits
1.3 Compare one’s PECSS with that of a
practitioner /entrepreneur
1.4 Align one’s PECSS with that of a
practitioner/entrepreneur
TLE_PECS9-Ik-1
6. K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 6 of 13
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
ENVIRONMENT AND MARKET (EM)
Market (Town)
1. Key concepts of
Environment and Market
2. Players in the Market
(Competitors)
3. Products & services
available in the market
The learner demonstrates an
understanding of the concepts
environment and market in the
field of carpentry, particularly
in one’s town/municipality.
The learner independently
creates a business vicinity map
reflective of the potential
carpentry market within the
locality/town.
LO 1. Recognize and understand the
market in Carpentry
1.1 Identify the players/ competitors within
the town
1.2 Identify the different products/services
available in the market
TLE_EM9-Ik-1
Market (Customer)
4. Key concepts in
Identifying and
Understanding the
Consumer
5. Consumer Analysis
through:
5.1 Observation
5.2 Interviews
5.3 Focus group
discussion (FGD)
5.4 Survey
LO 2. Recognize the potential
customer/market in Carpentry
2.1 Identify the profile of potential customers
2.2 Identify the customer’s needs and wants
through consumer analysis
2.3 Conduct consumer/market analysis
TLE_EM9-IIk-2
6. Generating Business
Ideas
6.1 Key concepts in
generating business
ideas
6.2 Knowledge, skills,
passions and interests
6.3 new application
6.4 Irritants
6.5 Striking ideas (new
concept)
6.6 Serendipity Walk
LO 3. Create new business ideas in the
carpentry business by using various
techniques
3.1 Explore ways of generating business idea
from one’s own characteristics/attributes
3.2 Generate business ideas using product
innovation from irritants, trends and
emerging needs
3.3 Generate business ideas using Serendipity
Walk
TLE_EM9-IIIk-IVk-
3
7. K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 7 of 13
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
PREPARE / STAKEOUT BUILDING LINES (BL)
1. Tools, materials and
equipment for staking out
building lines
2. Materials estimates
3. Properties of wood for
staking-out building lines
4. Economic use of materials
5. Basic geometrical
construction
6. Board foot computation
7. Job documentation
preparation
The learner demonstrates an
understanding in staking out
building lines.
The learner independently
prepares materials and stakes
out building lines in carpentry
based on construction
standards.
LO1. Prepare tools, equipment and
materials for staking out building lines
1.1 Identify tools and materials for staking out
building lines
1.2 Prepare tools and materials for staking
out building lines
1.3 Select appropriate Personal Protective
Equipment (PPE).
TLE_IACP9BL-Ia-
h-1
8. Concepts of setting batter
boards
9. Work inspection
procedure
10. Types and uses of
materials and tools
LO2. Stake out and set batter boards
2.1 Set out stakes from pre-determined
building lines
2.2 Measure, lay out and cut batter board
according to specifications
2.3 Set stakes at 0.75-1.00 meter away from
the pre-determined building lines
2.4 Secure batter boards with tolerance for
dimensions at +/- 5 mm, and levelness of
+/- 3 mm.
2.5 Use PPE according to job requirements
TLE_IACP9BL-Ii-
IIb-2
11. Types and functions of
testing tools
12. Occupational health and
safety procedures in the
workplace
13. Work inspection
procedure
LO3. FIX BUILDING LINES
3.1 Square building lines with end tolerance
of +/- 3 mm
3.2 Measure and set building lines
3.3 Use PPE according to job requirements
TLE_IACP9BL-IIc-
h-3
8. K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 8 of 13
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Lesson 2 : FABRICATE FORMWORKS (FW)
1. Tools, materials and
equipment for fabricating
formworks
2. Materials estimates
3. Properties of wood for
fabricating formworks
4. Economic use of materials
5. Linear measurement
6. Board foot computation
7. Job documentation
preparation
The learner demonstrates an
understanding of the concepts
and underlying principles in
fabricating formworks.
The learner independently
fabricates formworks based on
construction standards.
LO1. PREPARE TOOLS, EQUIPMENT AND
MATERIALS FOR FABRICATING
FORMWORKS ACCORDING TO JOB
REQUIREMENTS
1.1 Identify tools and materials for fabricating
formworks
1.2 Prepare tools and materials for fabricating
formworks
1.3 Select appropriate PPE.
TLE_IACP9FW-IIi-
IIId-1
8. Woodworking processes
9. Procedure in laying out
and cutting of formworks
10. Linear
measurement/board foot
measure
11. Job documentation
preparation
LO2. LAY-OUT AND CUT TO DIMENSION
OF FORM SHEATHING AND STIFFENERS
2.1 Lay out form sheathing and stiffeners with
tolerances of +3 mm for all
measurements and for squareness
2.2 Mark form sheathing and stiffeners
according to job requirements
2.3 Cut form sheathing and stiffeners
according to dimension
2.4 Use appropriate PPE
TLE_IACP9FW-
IIIe-j-2
12. Procedure in laying out of
formworks
13. Standards spacing of
stiffeners
14. Procedure in assembling
form panels and stiffeners
15. Practical solutions to
problems encountered
LO3. ASSEMBLE FORM PANELS
3.1 Lay out form panels and stiffeners for pre-
assembly
3.2 Pre-assemble form panels and stiffeners
3.3 Check form panels and stiffeners for
squareness according to job requirements
3.4 Assemble form panels and stiffeners
3.5 Use appropriate PPE
TLE_IACP9FW-
IVa-j-3
9. K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 9 of 13
INDUSTRIAL ARTS – CARPENTRY
GRADE 10 (Specialization)
Course Description:
This is a specialized course which leads to a Carpentry, National Certificate Level II (NCII). It covers one (1) core competency that a Grade 10 Technology and
Livelihood Education (TLE) student ought to possess—namely, installing formworks components.
The preliminaries of this specialized course include the following: (1) discussion on the core concept in Carpentry, (2) explanation and observation of key concepts
relative to the course.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Introduction
1. Core concepts in
carpentry
2. Relevance of the course
3. Career opportunities
The learner demonstrates an
understanding of the core
concepts and underlying
theories in carpentry.
The learner independently
demonstrates the core
competency in carpentry as
prescribed by TESDA Training
Regulations.
1. Explain core concepts in carpentry
2. Discuss the relevance of the course
3. Explore career opportunities in carpentry
PERSONAL ENTREPRENEURIAL COMPETENCIES (PeCS)
1. Assessment of Personal
Competencies and Skills
(PeCS) vis-à-vis a
practicing
entrepreneur/employee
in a province.
1.1 Characteristics
1.2 Attributes
1.3 Lifestyle
1.4 Skills
1.5 Traits
2. Analysis of PeCS in
relation to a practitioner
3. Strengthening and
further development of
ones PeCS
The learner demonstrates an
understanding of one’s
Personal Competencies and
Skills (PeCS) in carpentry.
The learner independently
creates a plan of action that
strengthens/ further develops
one’s PeCS in carpentry.
LO 1. Develop and strengthen personal
competencies and skills (PeCS) needed in
carpentry
1.1 Identify areas for improvement, development
and growth
1.2 Align one’s PeCS according to his/her
business/career choice
1.3 Create a plan of action that ensures success of
his/her business/career choice
TLE_PECS10-Ik-
8
Prerequisite: Grade 9 Carpentry
10. K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 10 of 13
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
ENVIRONMENT AND MARKET (EM)
1. Product Development
2. Key concepts in
developing a product
3. Finding Value
4. Innovation
5. Unique Selling
5.1 Proposition (USP)
The learner demonstrates an
understanding of the concepts
environment and market in
the field of carpentry,
particularly in one’s
town/municipality.
The learner independently
creates a business vicinity map
reflective of the potential
carpentry market within the
locality/town.
LO 1. Develop a product/ service in Carpentry
1.1 Identify what is of “Value” to the customer
1.2 Identify the customer
1.3 Explain what makes a product unique and
competitive
1.4 Apply creative and innovative techniques to
develop marketable product
1.5 Employ a Unique Selling Proposition (USP) to
the product/service
TLE_EM10-Ik-
IIk-1
6. Selecting a Business
Idea
7. Key concepts in
selecting a business
idea
7.1 Criteria
7.2 Techniques
LO 2. Select a business idea based on the
criteria and techniques set
2.1 Enumerate various criteria and steps in
selecting a business idea
2.2 Apply the criteria/steps in selecting a viable
business idea
2.3 Determine a business idea based on the
criteria/techniques set
TLE_EM10-IIIk-
2
8. Branding LO 3. Develop a brand for the product
3.1 Identify the benefits of having a good brand
3.2 Enumerate recognizable brands in the
town/province
3.3 Enumerate the criteria for developing a brand
3.4 Generate a clear appealing product brand
TLE_EM10-IVk-3
11. K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 11 of 13
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
INSTALL FORMWORKS COMPONENTS (IF)
1. Materials, power and
hand tools and
equipment uses and
specifications
2. Properties of wood and
other materials
The learner demonstrates an
understanding of the concepts
and underlying principles in
installing formwork
components.
The learner independently
installs formwork components
based on construction
standards.
LO1. PREPARE TOOLS AND MATERIALS FOR
INSTALLING FORMWORKS
COMPONENTS/FORM PANELS
1.1 Identify tools, equipment and materials for job
requirements
1.2 Prepare tools, equipment and materials job
requirements
1.3 Select appropriate PPE.
TLE_IACP10IF-
Ia-j-1
3. Assembling and
disassembling
scaffolding
4. Different scaffold locks,
connectors and their
uses
5. Equilibrium and stability
of a structure
LO2. LAY-OUT/ASSEMBLE SCAFFOLDS AND
BRACES
2.1 Prepare work areas for safe laying out and
assembling of scaffolds and braces
2.2 Assemble scaffolds and braces safely and
securely:
2.2.1 free of interference
2.2.2 properly balanced
2.3 Secure connectors, locks and screws
2.4 Select appropriate PPE
TLE_IACP10IF-
IIa-IVj-2
6. Steps in setting and
fixing formwork
/components assembly
7. Proper use of leveling
instruments
8. Stress on materials
9. Flexibility
10. Elasticity
11. Axial forces
12. Shear forces
LO3. SET/FIX FORMWORKS
COMPONENTS/FORM PANELS
3.1 Lay out formworks components/form panels
with tolerance of +3 mm for measurement,
alignment, levelness and plumbness
3.2 Set/fix formworks/form panel according to
required job
3.3 Install braces to support the formworks
3.4 Apply form oil to the formworks
3.5 Re-check formworks components/form panels
for squareness, levelness and plumbness
3.6 Use appropriate PPE
TLE_IACP10IF-
IIa-IVj-3
12. K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 12 of 13
GLOSSARY
13. K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
K to 12 TLE Industrial Arts – Carpentry Curriculum Guide December 2013 *LO – Learning Outcome Page 13 of 13
Code Book Legend
Sample: TLE_IACP10IF-IIa-IVj-2
LEGEND SAMPLE
First Entry
Learning Area and
Strand/ Subject or
Specialization
Technology and Livelihood
Education_Industrial Arts
Carpentry TLE_IA
CP
10
Grade Level Grade 10
Uppercase Letter/s
Domain/Content/
Component/ Topic
Install Formworks
Components
IF
-
Roman Numeral
*Zero if no specific quarter
Quarter Second to Fourth Quarter II-IV
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
specific week
Week Week One to Ten a-j
-
Arabic Number Competency
Lay-out/ Assemble
scaffolds and braces
2
DOMAIN/ COMPONENT CODE
Personal Entrepreneurial Skills PECS
Environment and Marketing EM
Use and Maintain Tools and Equipment UT
Perform Estimation and Basic Calculation MC
Interpret Plans and Drawings ID
Perform Estimation and Basic Calculation EC
Practice Heath and Safety Procedure OS
Prepare/ Stakeout Building Lines BL
Fabricate Formworks FW
Install Formworks Components IF